As a Church of England School, Religious Education has a special place in our curriculum. Our Christian values underpin everything we do at St. Michael's. As the centre of a wider partnership between families, the Church, governors and the local community, we work to prepare the children for their next steps in life.

Our Religious Education lessons follow the agreed R.E. syllabus of the Oxford Diocese. We have an exciting RE curriculum which is followed in every class throughout our school. 

Our Religious Education work not only covers the teaching and stories of Christianity, but also investigates other religions and worldviews. Units always start with a "Big Question", encouraging children to share their own thoughts and ideas, no matter what those are, and to listen to the views of others. This follow our school values of curiosity and respect. They are always times of lively, open discussion and debate. As part of this Religious Education curriculum, as the children progress through school, we visit different places of worship, including those of different Christian denominations and those of other religions. As well as timetabled Religious Education lessons, there will always be other times in the curriculum where big questions of faith arise which allow the children to investigate their own and others' opinions and beliefs.

Religious Education at St Michael’s

Intent

At St Michael’s, our Religious Education curriculum reflects our school vision, “Creating a community where we learn together through: respect, kindness, curiosity and faith.” We aim to develop curious, thoughtful and respectful learners who can explore religious and non-religious worldviews, ask meaningful questions and appreciate the diversity of beliefs and experiences in modern Britain.

Through RE, pupils develop their understanding of Christianity and other worldviews, exploring how beliefs influence people’s lives, communities and understanding of the world. Our curriculum encourages children to consider different perspectives, reflect on their own ideas and develop the knowledge and skills to engage thoughtfully with complex questions about meaning, truth, identity and belonging.

Implementation

We follow the Diocesan RE scheme of work, which provides a coherent progression of learning from EYFS to Year 6, developing pupils’ understanding of Christianity alongside a range of other religious and non-religious worldviews.

Learning is organised around three core strands:

• Beliefs and Questions: exploring religious teachings, texts, symbols and interpretations through theology.

• Community and Identity: investigating religious and non-religious practices, communities and expressions of belief through human and social science.

• Reality and Truth: considering philosophical and ethical questions, including how people decide what is true, good and right.

These strands connect substantive knowledge with disciplinary skills and opportunities for personal reflection. Christian worldviews are explored in depth, with links to other worldviews and previous learning helping children build a progressively richer understanding.

Learning is recorded through individual RE books and class floor books. In Reception and Key Stage 1, floor books support a discussion-led approach, capturing pupils’ ideas and responses. Our annual World Religion Day provides further opportunities for children to explore a range of worldviews and share their learning with others.

Impact

Our RE curriculum aims to develop pupils who can explain key beliefs and practices, ask thoughtful questions and explore different perspectives with respect and curiosity. Children learn that religious and non-religious worldviews are diverse and that people may interpret texts, experiences and questions about life differently.

By the end of Year 6, pupils should be able to:

• Give a coherent, age-appropriate account of Christianity and the other worldviews they have studied.

• Use appropriate knowledge, sources and disciplinary skills to investigate religious and philosophical questions.

• Explain how beliefs influence individuals, communities and ways of life.

• Recognise different interpretations and consider how people reach conclusions about truth, morality and meaning.

• Reflect on their own ideas while engaging respectfully with the views of others.

• Recognise that there is always more to learn about religious and non-religious worldviews.

The impact of our curriculum is monitored through subject leader monitoring, including learning walks, pupil and teacher voice, and book looks. Teachers use age-appropriate assessment tasks at the end of units, alongside pupil self-reflection, to evaluate understanding and identify next steps. Learning captured in books, floor books and class discussions provides further evidence of progress.

Ultimately, we want children to leave St Michael’s with a deeper understanding of the worldviews around them, the confidence to ask meaningful questions and the respect needed to live thoughtfully alongside people with different beliefs and perspectives.